Special and special integrated education is an integral part of the Romanian national education system and offers all children/pupils/young people educational programs adapted to the degree of disability and their development needs.

It is organized at all levels of pre-university education, according to the type and degree of disability, as follows: mental, hearing, visual, locomotor, associated.

Inclusive education was adopted in Romania as early as the 1990s by respecting diversity, initiating and carrying out practical access and participation in education and social life for all categories of children. Today, about half of students with disabilities are educated in mainstream education.

The legislation in the field of special education was designed to respond to a wide and very varied spectrum of special situations. Taking this reality into account, special, special integrated, and inclusive education has been organized at all levels of pre-university education, according to the type and degree of disability.

Special education units for students with sensory impairments apply the curriculum of mainstream schools. These units retain only the structure and organizational form of the special education system, while in content, schooling and specialization, they are similar to mainstream schools. Special technological high schools, high school classes and special postsecondary classes are organized following the model of the mainstream school (content, profiles, specializations, outcomes, objectives and/or competences). The specific element for these units remains the strategies, methods and teaching/learning fiorms.

Upon graduation, students from these special education units take national exams (tests, baccalaureate or graduation exam) just like all graduates in mainstream education. For them, facilities and adaptations are stipulated in the methodologies for organizing and conducting the exams.

For each student with severe, profound, or associated disabilities, a personalized intervention plan is developed with specific objectives tailored to individual psychological development needs and possibilities.

Students with special educational needs benefit from adaptations of the examination procedures also in the case of current assessments.